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WHITWORTH COLLEGE

WINTER 1965 VOLUME XXXII NUMBER 2

The Campanile Call is published quarterly at Whitworth College, Spokane, Washington, 99218, in an effort to reflect the quality and character of the college and to continue and improve sound and proper relations with its alumni and others interested in the advancement of private Christian higher education.

Second class postage paid at Spokane, Washington, 99218. Issued four times yearly in February, May, August and November.

VIRGIL GRIEPP, editor

ALUMNI OFFICERS

AR:--'OLD STUECKLE, '55, alumni director EDWARD UNICU1IE, '59, president ELWOOD WIDMER, 'S~> vice president MRS. DA Yl'o;E NIX, '46, secretary JOHN ROTH, JR., '40, trea,\Urer and representative, Board of Trustees

BERT WEBBER, staff photographer

Words for Work 2 The Ice Project 5 Lincoln: A Man of Faith? 7 The Failure of Love 10 Not By Might 14 The Road To Be Taken 18 The Omnipotence of God 22 Introduction to Music Fundamentals 24 Student Poetry 26 Pirate Sports 27 News 28

THE COVER

Symbolic of indominatable courage against all odds, this antique steel engraving of Dr. George Frederick Whitworth typifies the stamina, dedi- cation and perseverance of the college founder and namesake. A man of myriad talents and interests- wagonmaster, educator, surveyor, minister, two-time president of the University of Washington-Dr. Whitworth was among the outstand- ing pioneers of the Northwest.

Words For Work

do to prepare a college for its opening, and then to stand atmosphere held together in community. This leads us to back and watch the interplay and dialogue between the the determination that at Whitworth College we shall in- scholarly faculty and the youth representing at cross-sec- tegrate the very finest kind of vigorous academic program tion of OUf world, is indeed real satisfaction. To arrive at with the very soundest, active, creative Christian atmos- a commencement and see the marked maturation of stu- phere. In this way we expect to be true to the tradition of dents once thought to be incorrigible or hopeless in pros- the reformers that there be "Knowledge in the light of the pect, is indeed a deep satisfaction. To witness the amaz- Gospel." In this way we shall prepare a large number of ing growth of a faculty person to status as a true master our graduates for graduate school. We shall prepare a teacher. This is indeed a great satisfaction. I trust this in- significant number of our graduates to enter directly into sight into some of the myths that surround academic ad- the life of the community with certain vocational compe- ministration will give you some idea of how I feel about tence. For all we trust we shall prepare a means to under- the task that is set before us. stand and enjoy the rich fullness of the life of learning. Now a word about the church-related college and the Along with understanding, wisdom. Along with facts, impact of Christian faith. When someone asks the ques- faith. Along with competence, character. So may we tion, "Why a Christian college?" or "Why Christian edu- blend human knowledge with divine wisdom. cation?", we would reply that the reformers wanted to As we polish the facets of our Diamond Celebration, produce "Knowledge in the light of the Gospel." With we hope and pray that we may be led into the future with this overall intent and demand, the Church has said that courage and keen creative insight. While the days of the along with other fine colleges and universities in our coun- past have been difficult and sometimes glorious, we feel try there will be church-related colleges based on certain the future will be more glorious still. fundamental beliefs: (1) That God is the Lord of all life I accept the challenge of the hour with the sure and and has made Himself known in Jesus Christ; (2) The certain knowledge that with your help and your interest Christian has a vocation in the world, which is the prin- and your guidance and your cooperation and by the con- cipal ground for Christian involvement in higher educa- tinued blessing of Almighty God we can move forward tion. It means that essential worldly tasks are the result of with confidence to high and holy achievement. the ordering of life by God and are part of the Christian's responsibility to the world; (3) Self-giving service is a Lead us, 0 Father, in the paths of peace; vital necessity to the continuation of human society. Con- Without Thy guiding hand we go astray, And doubts appall, and sorrows still increase; versation between faith and various fields of knowledge Lead us through Christ, the true and living Way. must be pursued continually. Other institutions may en- gage in that conversation if they will, but we believe that Lead us, 0 Father, in the paths of truth; the Church of Christ must carry on the dialogue in col- Unhelped by Thee, in error's maze we grope, leges related to the Church and guided by an openly While passion stains and folly dims our youth, And age comes on uncheered by faith or hope. avowed Christian purpose. In some institutions there may be limitations placed upon the encounter of faith with Lead us, 0 Father, in the paths of right; academic disciplines. The church-related college is one Blindly we stumble when we walk alone, place where it can go on without restraint. Involved in shadows of a darkening night; In the fulfillment of this destiny Whitworth sees two Only with Thee we journey safely on. communities operating on its campus within the same Lead us, 0 Father, to Thy heavenly rest, sphere. First, there is the academic community empha- However rough and steep the pathway be, sizing the knowledge part of the reformer statement, Through Joy or Sorrow, as Thou deemest best, "Knowledge in the light of the Gospel." This is our whole Until our lives are perfected in Thee. liberal arts tradition. This is based on our faculty, stu- dents, and the kind of curriculum through which we seem to learn together. The second is a Christian community. This fulfills the other part of the statement, "In the light of the Gospel." Here again we have faculty, student body, program, and 4 The Ice Project

Certain very dilute solutions-solutions purer than drinking water-generate, when they freeze, an electric voltage. This voltage varies in magnitude from low values up to 20 and 30 volts and, in a few special cases, much higher. In Nature, electricity appears in the flash of light- ning from cloud to cloud or from cloud to earth and the electrical storm is a phenomenon that excites man's won- FJtetmdt----j-t> --'---- der and fear. In the natural world, the earth is a great magnet and magnetism is a result of moving electric charge. Has freezing water and the accompanying electric charge separation anything to do with this magnetism? Also the Earth has polar caps of ice-can freezing water wouododplate------. U~"";d""'~;;J..L__ ,----.J be all, or even a part, of the cause of the earth's magnet- ism and the polar caps? A study of one aspect of this "ice project" has since been carried on in our laboratory on the Whitworth Figure 1. The Measuring Circuit

Li'luid

k,

lllJJl H., Figure 2. A Multi-electrode Freezing Cylinder with copper bottom and Copper Electrodes at 2 mm Intervals. The "Lvcite" cylinder permits visual observation of the liquid-ice interface.

by William G. Wilson

As present chairman 0/ the Whitworth science division and associate professor of physics and engineering, Wilson began his "ice project" research in 1959 when he was invited as one 0/ a team of special scientists to the New Mexico Institute of Mining and Technology. Wilson came to Whitworth in 1946 after a two-year stint with the U.S. Army Signal Corps. After earning his B.S. and M.S. in math-physics from the University 0/ Washington, the latter in 1924, he studied the next 18 years as a high school teacher in Reardan and Millwood, Washington. He is a Phi Beta Kappan and an active Kiwaniian. 5

1\ The lee Project

campus. During 1961, 1962 and 1963, this work was a For further study of this freezing phenomenon, a new part of the Summer Science Training Programs for un- freezing cell was constructed having in the solution several usually talented high school juniors and seniors. These electrodes spaced at equal intervals above the cell bottom. teaching and research programs were made possible by (See Figure 2.) The potential differences between the the National Science Foundation financial grants and by cell bottom and each of the electrodes was measured and the cooperation of the College administration and the sci- recorded in rapid rotation. Such observations showed (a) ence faculty. An additional N.S.F. research grant to the that the maximum potential difference existed at first College made it possible for us to continue the investi- when the freezing rate was greatest; (b) that this poten- gation. tial difference decreased, presumably because the thick- One possible explanation of this electric charge sep- ening ice layer below the liquid-ice interface reduced the aration during the freezing of a dilute solution, and the outward flow of heat from the solution; (c) that the po- resulting potential difference between the ice and the tential difference between the base and an electrode in liquid, is the selective inclusion, in the ice of a greater than the liquid decreased slowly as the particular electrode normal proportion of negative ions. The unfrozen liquid used was nearer the base; (d) that this decrease became would, therefore, have a greater than normal proportion suddenly much more rapid in the vicinity of the ice-liquid of positive ions. In the present study, solutions of cesium interface, suggesting that thia region is the principle scene chloride, CsCI, varying in concentration from 10.1 molar of action; and (e) that the potential difference using elec- to 10.3 molar were used. Freezing was done unilaterally trodes in the ice changed sign, indicating the presence of from the bottom of the container (Figure 1). Thc freez- excess negative charge in this region. ing was terminated at varying stages for analysis of the For further clarification and stabilization of this ice and the liquid. The analyses for the positive Cs ion theory, additional experimental work is going on as time and the negative Cl ion were done with the flame spec- permits. The present student research assistant is Lanny trophotometer and verified with the use of radio-active Turner. isotopes of Cs and CI and disintegration counting. The This project has had specific educational values in ad- experimental results indicated the preferential inclusion dition to its value as pure research. It provided the fol- in the ice of the negative ion. However, the amount of the lowing educational services: a) Three junior-year or sen- difference was not great. The tentative conclusion, based ior-year assistants became efficient in the use of impedance on this limited study of one particular kind of solution, bridge, cathode ray oscilloscope, electrometer and record- was that the selective incorporation into the ice of nega- er, colorimeter, spectrophotometer, G-M counter and tive ions during freezing was a possible cause of the elec- scintillation counter, in addition to the more common tric charge separation but that additional factors were chemical, physical, and shop techniques needed for lab- perhaps involved. More information can be obtained by oratory work; b) Three Summer Science Training Pro- studying the behavior of other kinds of solutions. gram groups of from two to four students each found Another interesting question came to mind: is this work on specific aspects of the problem interesting and electric charge separation during freezing a "natural phe- challenging. The amount of useful work accomplished nomenon" or a "laboratory freak"? In order to get some was surprising to the staff and stimulating and satisfying information on this question, ten water samples were col- to the workers; c) The special items of equipment made lected from lakes near Spokane. The ionic purity of these possible by this project have stimulated and improved samples was estimated by measuring their electrical re- physics teaching at the college; d) The research activity sistivity. When these water samples were frozen in a man- in the Science Division of the college has aroused interest ner similar to the previous samples, the electrical potential and stimulated the other divisions of the college; e) The difference between the ice and the liquid varied from one principal investigator has received from the project a to six volts and was roughly proportional to the amount of research stimulus, a teaching aid, and a challenge to or- impurity. A more positive conclusion could have been ganize more efficiently in order to have time for both re- reached by determining the nature and amount of im- search and teaching. • purity in each sample of water and relating these values to the electrical potential difference upon freezing. How- ever, time and facilities precluded this study.

6 -A MAN OF FAITH?

by Homer F. Cnnninph am

Wr-iters on Lincoln show surprisingly little agr,eement clamored for details about the life of the martyred presi- concerning his religious views. Their estimates val)' from dent. So many and such varied stories were told by those agnosticism to sainthood. This wide difference of opinion who professed to know him intimately that soon it was al- is understandable since for a number of reasons it is dif- most impossible to distinguish fact from fiction. Years of ficult to assess Lincoln's real beliefs. research have gone into the still unfinished task of dis- Probably there are more myths concerning Lincoln covering the real Lincoln. than any other American figure. His fame came so sud- Lincoln's body was scarcely back in Springfield when denly that there were Icw who knew much about his early his law partner William Herndon began a series of lec- life or his personal habits and beliefs when he became tures about the late president. It should be remembered president. His death came so unexpectedly that the public that Herndon is considered unreliable by most authorities 7 Lincoln: A Man Of Faith?

because he resorted to the sensational to attract big audi- inner life he usually did so on a one-to-one basis thus mak- ences and earn large fees for himself. In these addresses ing it difficult to know what to accept or discredit. Herndon pictured Lincoln as something of a skeptic, cer- As a boy Lincoln probably witnessed considerable ex- tainly not a man of faith. However, the researcf of David cess in religious emotion both in Kentucky and Indiana. Donald in his Lincoln's Herndon casts doubt on much We can only guess what his reaction was as he never men- that Herndon had to say about Lincoln's personal life. tioned it in his later life. His boyhood friend Dennis Hanks Some believe that Herndon, who disliked Mary Todd comments on their frontier life. "We lived the same as Lincoln intensely, enjoyed repeating his views of Lincoln's Indians, 'ceptin we took an interest in religion and poli- religious beliefs because they disturbed Mrs. Lincoln so tics." There is some evidence that his mother, Nancy much. Hanks, took an active part in the religious life of her On the other hand, there are many stories told by all frontier community. kinds of people that make Lincoln a veritable saint. Most Shortly after Lincoln reached his twenty-first birthday of the latter are told by single individuals and cannot be he left the home of his father and went to New Salem, Il- corroborated by anyone else. Among these is the stor-y told linois to live. There were twenty-five families in the vil- by the widow of Henry Ward Beecher to the effect that lage at the time which made itt the third most populous in the depth of the Civil War the president traveled in- community in the state. Here Lincoln was popular and cognito to Brooklyn and asked Dr. Beecher to pray with took part in a variety of community activities. Among him. No one else knew of the incident and Mrs. Beecher these was a literary society where at times debates were told it so late in her own life that the story has little held. On one occasion he took the skeptics view in a de- credence. bate. Few writers feel that this was his own view, but Also, Lincoln talked so little about himself that it is rather his contribution to a debate. difficult to evaluate accurately his deep feelings and be- On another occasion Lincoln wrote a paper for the liefs. Seldom did Lincoln talk about himself in personal literary society which was read and thrown in the fire be- terms. On the rare occasions when he let others share his cause the opinions expressed were heretical. A number of writers have assumed that the views expressed here were those of the skeptic, though these same wri tel's do not elaim to have seen its contents. The only person the writer can find who claims to have read this paper says that it ex- pressed a belief in universal salvation. While this is not the usual orthodox view it is surely not the opinion of a skeptic. Lincoln was elected to the Illinois state legislature, moved to Springfield, was admitted to the bar, and began the practice of law. It is difficult to find any real evidence of his religious life~if any-during these years. It was not until the death of his son Edward Baker that we find much reference to God or religion. The pastor of the First Pres- byterian Church of Springfield, Dr. James Smith, conduct- ed the funeral service fat Lincoln's second son. When the pastor attempted to give the comforts of the Christian As director of Whitworth's School of American Studies, faith appropriate in such circumstances he discovered that Cunningliam is more than qualified to discuss the life and era of this American giant, whom he has researched for more than two Lincoln did not have a personal faith. There followed a decades. Fotloioing a 12-year teaching assignment at Greenville series of conferences between the young lawyer and the College (Illinois), his undergraduate alma mater, Cunningham minister. Dr. Smith left for us a well written account of came to Whitworth in 1954 and is presently chairman of the these meetings. history department. He received his A.M. from the University of Dr. Smith believes that Lincoln came to an under- Michigan and Ph.D. from New York University. An active politician, Cunningham received the coveted Liberty Bell standing of the Christian faith and a general acceptance Award in 1963. of it. The Lincolns rented a pew in the First Presbyterian 8 Lincoln: A Man 0/ Faith?

Church and Mrs. Lincoln joined the church and made a field, Illinois as he was leaving to go to Washington his confession of faith. The future president became a regular faith is quite apparent, "To Him I commend you all- attendant of the church and a contributor to its enter- permit me to ask that with equal security and faith, you prises, but did not join or make a public confession of all will invoke His wisdom and guidance for me." faith. It is the opinion of many that nowhere does Lincoln Congressman Deming tells us that Lincoln explained express more eloquently his faith than in his second in- to him why he had not joined a church in these words, augural address: "With malice toward none; with charity When any church will inscribe over its altars, as its for all; with firmness in the right, as God gives us to sec only qualification for membership, the Savior's the right, let us strive on to finish the work we are in." condensed statement for the substance of both law There are numerous instances where Lincoln prayed and gospel, "Thou shalt love the Lord thy God and asked others to pray for him and the nation. There is with all thy heart, and with all thy soul, and with some evidence that the Emancipation Proclamation came all thy mind, and thy neighbor as thyself," that at least in part from a prayer experience. In August of church will I join with all my heart and souL 1861 as President he called for a day of "humiliation, In 1851 Lincoln sent a message to his dying father re- prayer and fasting for all the people of the nation." On minding him that "He notes the fall of a sparrow, and many occasions he made similar expressions of a felt need numbers the hairs of our heads, and He will not forget the of divine assistance. dying man who puts his trust in Him." To many the question of a personal commitment on We know that Lincoln and his family owned and used the part of Lincoln presents itself. There would appear to a number of Bibles. There is also preserved for us a small be no formal statement of this kind to be found. This devotional book called The Believer's Daily Treasure or should come as no surprise to those who have studied the Texts of Scripture, Arranged for Every Day in the Year. life of this great man. So seldom did he speak of his deep This little devotional book showed evidence of use. He innermost feeling of any kind that comments as to his re- also signed his name in it, something he did not often do. ligious feelings would be something of a surprise. Yet on a Carl Sandburg, a noted Lincoln authority, comments upon few occasions when touched with deep joy or sorrow he this little book, "This daily devotional, unseen for many did make a few comments of a personal nature as to his years, takes us no farther toward placing Lincoln within faith. creed or denomination; but it is new testimony that he One of the nurses who helped care for his son Willie in was a man of profound faith." It is interesting to note his final illness and death gives us a very touching and in- that Mr. Sandburg at one time had doubts as to Lincoln's teresting story. The President had asked her what she faith. thought it meant to be a Christian. Her reply dealt with Lincoln frequently used scriptural phrases in his faith and a changed life. The nurse tells us that Lincoln speeches and papers. One such example is the famous replied, "I think that I can say I know something of the "House Divided" speech in which he said, "A house di- change of which you speak." It is true that no one else vided against itself cannot stand." His Gettysburg Ad- heard this statement. However, the creditability of this dress begins with the Biblical expression of time "Four witness seems to be better than most, for she was a pro- score and seven years ago." Another example is his speech fessional person and was aware of its significance. before Congress late in 1862 where he said, "One genera- This reported incident is the nearest to a personal tion passeth away, and another generation cometh, but the statement of faith that this writer has found. It is not com- earth abideth forever." pletely satisfying. However, there is overall evidence to His letters and speeches so often refer to God that the support the belief that Lincoln was indeed a man of faith. reader rather expects to find such references. In one of the In summary it may safely be said that Lincoln, while last letters he wrote he tells Thurlow Weed, "Men are not not a church member, and perhaps not completely ortho- flattered by being shown that there has been a difference dox in all his views, was a man of a deep and abiding faith of purpose between the Almighty and them." In 1861 at in God and His providence in the lives of men and of na- Independence Hall he said, "I have said nothing but what tions. To those who believe that God does "take a hand in I am not willing to live by and if it be the pleasure of Al- the affairs of men" it is easy to feel that God used this great mighty God to die by." In his farewell speech at Spring- and good man to His divine purpose. • 9 The Failure of Love

by Kenneth E. Richardson

Force and Faith in Faulkner's Novels is the latest of Richardson's writing efforts, a book contracted to be published this fall by a European publisher. A frequent Campanile Call contributor, Richordson came to the Whitworth English department in 1959, and became its chairman in 1963, following faculty posts at Pomona and Westmont Colleges (Calilomia)-the latter his undergraduate alma mater. A/ter winning a Ford Foundation scholarship at Claremont Graduate School for three successive years, he received the doctor of philosophy degree in ] 962 fOT his dissertation, «A Study of Creative and Destructive Force in the Novels of William Faulkner."

10 he contemporary American and European novel lished his fame. Hemingway added these words after the is obsessed with the theme of love's failure. This title: "You are all a lost generation." How were they lost? T means that in a very real sense the literary artist What is being lost? The key lies in what the book is really is engaged in a search [or an accurate definition of the about, and what it is really about is the death of love. To meaning of love. These honest appraisals amount to a la- be lost is to be incapable of love. ment, almost a dirge, about the failure of modern man to The characters in this novel act out again the cause understand or experience a meaningful love relationship. of love's failure as Hemingway sees it. The hero is a man The weight of such testimony leads some to the con- sexually emasculated as a result of a war wound-the age clusion'that man's struggle to understand or know love is has symbolically unmanned him. He is incapable of love, doomed to fail. Of course, the weakness of man (the hu- a paradigm of a world at war. The heroine has also been man condition) or the disorders of the age (the social wounded by the results of war and acts out her hurt in condition) arc shown to be the cause. I would like to enu- terms of nymphomania. Ironically these two believe they merate some of the conditions requisite for failure that are capable of love for each other, but their emotional seem pertinent because of their reappearance in various and physical limitations make love impossible. The deeper forms. In addition I would like to offer some thoughts cause of their failure is a psychological defect, and the that the tragic experience suggests plus some ideas from final comment of the novel is that the war does not really the Viennese psychiatrist Viktor Frankl on "The Mean- wound them as much as expose them. ing of Love." I offer this approach irrthe belief that tragic For a final example of the cause of love's failure in our art infers a positive direction, and additionally I feel that time let us consider Jean-Paul Sarrre's famous existential even a minimal clarification is necessary in a time when novel, Nausea. The hero of this novel discovers himself to the best of us lose faith. be a "contingent" man, that is, a dependent person. Even- tually he employs his contingency to assert and invent his existence, but the love he hopes to find then is impossible. LAWRENCE, HEMINGWAY, SARTRE He discovers that he cannot lie or play games any more in the old way, and he cannot bring a new self to be present. D. H. Lawrence's views are representative to a large In the old days he and his sweetheart Anny played "the degree of many who see the failure of love in terms of per- game of Perfect Moments," in which they would turn sonal inhibitions. The ideal in love, that is, love without their time into "adventures" thus giving it fervor and failure, as Lawrence sees it has been neatly summarized by meaning. The discovery of a real (nauseous) existence Professor Mark Spilka: I'To Lawrence, love is a religious wipes this game out. They discover together that love is experience, a communion of the blood which brings re- not a possibility because existence is absurd. Sartre is say- newed vitality as well as children and which serves to ing we mask the meaninglessness of life by the roles we confirm our close relationship with the living universe." play, and we assign to these roles an iron determinism What goes wrong with men and women who fail to gain over our actions. Hence we live in "bad faith." Love fails such a noble ideal as this? because the absurd inevitably creates role players who op- For Lawrence, the principal failure in love is due to erate in a continuum of bad faith. the fact that the people involved do not bring a "spon- These three voices, Lawrence, Hemingway, and Sartre taneity of life" to their actions and to each other. Because are orchestrating the same theme, and the picture taken we fail to gain a personal "verbal consciousness" of our- as a whole is true enough to be bleak indeed. However, it selves, we are restrained in human relationships. We do would be quite incorrect to deduce a picture of total not know or understand ourselves, and we lack the free- despair. We must look at the value of these insights and dom to give ourselves spontaneously to another. Con- produce from them a series of the right kind of questions strained people lack the spiritual faith to enter the sacra- that can provide invaluable help toward suggestive an- ments of love with an abandon that testifies a complete swers. Honest pagans frequently possess a freedom born person is present. of despair that induces a fearlessness to probe beneath the Consider for instance the repetition of this same theme surface texture of patterned behavior that causes us mis- in Ernest Hemingway. His novel The Sun Also Rises ery and failure. (1927) is a book that spoke to a generation and cstab- What can we say about non-verbalized consciousness

II The Failure Of Love

that makes us unspontaneous? 'What can we say about the mcanings-c-the question of human worth. When love is wound of psychological immaturity? What about our role not seen in relationship to meaning, the person cannot playing and bad faith that makes love a charade? perform the task that life imposes upon him; he cannot The thoughts of Viktor Frankl from his, book The begin to work the problem of human worth for himself. Doctor and The Soul are very helpful at just this point. Is it not possible now to examine again the causes of Frankl is aware of the diagnosis of the human condition failure raised by our literary artists? Can we say that the that literary artists have made. To their implied questions behavior they describe-s-the lack of spontaneity, the psy- he suggests we discard all our conventional notions of chological wound, the bad faith-c-is really symptomatic wH.~t we call "love" and seek for a clear, existential defini- of a love failure within the individual and not "between" tion of what we are talking about in the experience of two people? In essence, don't such characters begin by the word. disbelieving in the worth and uniqueness of their own ra- tional soul? What you do not have, you cannot give. GRACE, ENCHANTMENT, MIRACLE MEANING To Frankl the experience of love is fundamentally an experience of grace, enchantment, and miracle. "Love," ''''hat we are really implying now is just this: the fail- as we call it, is an experience of grace because when we ure of love begins with the failure to know or believe in are truly loved, it is a free gift to-us ; the beloved one can't the meaning of love regarding one's own self. To love, one help being loved; it is not something he has earned. By must be loved. But doesn't this seem to make the case for grace he experiences being known as the unique self that love all the more hopeless? How can we experience love he is-s-singular and irreplaceable. It is enchantment be- in a world of people all of whom are searching for the cause the actual experience of being meaningfully loved same thing as ourselves? vitalizes our awareness of all of life and helps us see new These questions must be answered in this way: the values. Thus love is not blind at all. It is miracle in this world is not as devoid of love as we may think. It is, how- sense: the love between two persons can produce a new ever, largely devoid of love that is understood to be "that person, a child. Only the emotion that brings grace, en. old black magic"; this infatuation is generally the crea- chantment, and mystery deserves to be called "love"; this tion of immature and lazy people who demand that mean. is his existential definition of what ought to be involved in ing "appear" to them in a mystic way. They shirk the actual experience. task-like character of love. We must come to see that the Love, then, is that intentional act which has as its aim experience of meaningful love is not only found in "ro- the individuality of another. As such Frankl explains that mance." The situation is that the meaning of love is much "love is living the experience of another person in all its more frequently discovered through the love of a mother, uniqueness and singularity." True love does not intend the father, friend, teacher, or counselor. inessential things (body, personality), rather it intends Our hopelessness disappears then when we come to pure "essence of a person," what Frankl calls the rational enlarge our concept of love, to see that the possibilities of soul, a term we understand to mean the person's real self. love are larger than our romantic perspective. Try to tell this to a love-hungry child, though. To our adult children THE TASK there is but one kind of love, and when this view charac- terizes a person, it maybe taken as an index of an imma- Meaning for man is a created thing, a task that life it- ture life-view that includes the self. But isn't this exactly self gives us to perform, and the will to meaning in man what we have been hearing? is a characteristic of his psychic being. Love itself has the same task-like character as life. It is not something that ... AS THYSELF "happens"; it is something "created," for it is only in this way that.it gains any meaning at all. The large point here Man lacks a proper self concept or belief~this- is a is that it can only be created by persons who believe that condition noted to all three novelists referred to. Wo all the rational soul means uniqueness and value. The search sutler from this as the children we are. We need to recog. for love, therefore, is a search for one of life's deepest nize that to mature, man must know a transcendent love, 12 The Failure Of Love.

a love "larger" than himself, that overcomes his self ap- come out to the same thing: the failure to love properly is prehensiveness and gives him a faith in himself. Man may a tragic experience, as is the failure to allow ourselves to gain a meaning of his self as he understands that his lov- be loved. A love "that sees another person the way God ability is related to his uniqueness and not his gifts. He intended him," this is the kind of love we need to begin must then transmit this faith from himself to others by a with, and it is in the world. S1. Paul said of this love, "It perceptive view of their own self and uniqueness. For a never faileth." It is our task to understand and accept it man to bring grace, enchantment, or miracle to the world for what it is when it is presented to us; it is our task to of another person, he must have known it in himself and bring it to bear in our experiences. • regarding himself. Accepting this meaning of love is to be born anew to a proper self concept.

"GOD'S LOVE"

A word of caution is due here. When we imply that we must begin with a transcendent love in order to be capable of loving, are we establishing an a priori condi- tion upon the success of love? That is precisely it. And it might just as well be said straight out: failure awaits the person who tries to love without knowing what love really is. We can love meaningfully only when we have been meaningfully loved. Secondly, we must not dilute the concept of a transcendent love with the formulaic "God's love." This phrase is so overworked with so little real meaning and experience attached to it that it has lost its impact. We hear about God's love from many sources, but we only experience it in a person-to-person relationship. Isn't this the whole point of the Incarnation? It seems apparent that we must understand by God's love that we mean any love that perceives the unique ra- tional soul of another, that brings something like grace, enchantment, and miracle to him. I am aware that other words may be used to existentially define love; these words seem very forceful and relevant right now. \Ve need the insights of artists to diagnose the human condition; we need to see ourselves exposed. But we should never despair over the proper questions. Despite statements to the contrary, God is not dead, for love lives in the hearts of those who believe, and this love is not bound. In our age we are prone to baby ourselves and our wounds; we are prone to hide with a sly joy behind our masks thinking ourselves invulnerable. We should recog- nize we take these things as the substitutes for love itself. We ought to know by now-we have been told so often- these substitutes account for our failures in the great things of life. If there is a hell on earth, then Dostoevsky said it was in the inability to love another person. Sartre put it a lit- tle more directly: "Hell is other people." Both statements

13 Typical of more than 700 Whitworth graduates who have entered 1956 May Queen Eugenia Kim, Seoul, Korea, and Honor the teaching profession is Mrs. Garfield George, a 1964 alumna Princess Soisuree Vatcharakiet, Bangkok, Thailand, seem pleased teaching at Farwell Elementary School, Mead, Washington. with their honors.

WHITWOR TH'S

by Alfred o. Gray During its diamond jubilee year, Whitworth College looks back on its long and honorable history. In many ... is the provocative title of ways that history is the story of great growth and change, Professor Gray's forthcoming h.atd- and one may suppose that the Whitworth of today is a far bound history of Whitworth College cry from the small college of 1890. But the distinctive quality of the College does not lie in change or growth to be released soon. Gray's revelation but in the Whitworth idea, v..-hichbinds all the years of its of Whinoorth's most humorous heri tage together. anecdotes, challenging crises, and Actually, the Whitworth idea-education of the heart significant contributions, is highly as well as of the mind-goes back at least to 1853 when refreshing. young George Frederick Whitworth took a Presbyterian Colony by ox-cart over the Oregon Trail. He had planned to establish the CoJony and Christian schools in Puget Sound country, but the Colony disbanded short of its des- tination; Whitworth, the first Presbyterian missionary north of the Columbia river) arrived alone in March 1854) 14 An 1890 campus scene of Whitworth's lone stately edifice in Sumner, Washington, at the foot of Mt. Rainier.

FIRST SEVENTY - FIVE YEARS

t

I in Olympia, the mud-mired capital of Washington Ter- Rainier. Graduates soon found careers of service in law, ritory. medicine, and teaching. Enrollments were small, how- Thwarted in his early plans, Whitworth spent nearly ever, and financial support was erratic. Convinced that 30 years in secular education, in the ministry, and in busi- the rural environment of Sumner was restricting the ness and government service before the opportunity came growth of the College, the Board of Trustees, encouraged to found Sumner Academy in 1883. That institution was by a $50,000 gift from H. O. Armour of Philadelphia, re- raised to college level on February 20, 1890, and renamed located the College on Inspiration Point overlooking Ta- in honor of its founder. Dr. 'Whitworth was chairman of coma's Commencement Bay. its Board of Trustees until 1901 and gave effec-tive voice The Tacoma period lasted from late 1899 until mid- to the need far educ-ation of the total man within a Chris- 1914, with three presidents serving during that time: Dr. tian Frame of reference. Franklin B. Gault, 1899-1905; Dr. Barend H. Kroeze, Under the leadership of Presidents Amos T. Fox, Cal- 1905-1909; and Dr. Donald D. MacKay, 1911-1917. The vin 'V. Stewart. and Robert Boyd, the faculty of the Sum- Tacoma years were notable for the growing academic ner period (lB90~1899) made a promising start with its structure of the College, for increases in enrollment (un- classical curriculum at the little college in the beautiful til 1909), and for establishment of traditions which built Puyallup Valley, set against a backdrop of soaring- Mt. school spirit and alumni loyalty. Among the long-lived 15

2 Not By Might

traditions which were started then were the May Day a campus site of 100 acres and an interest in 500 acres of Festival, Open Dorm, the Colonial Party, and Campus adjoining land. As an additional inducement, Spokane Day. In 1908, Frederic D. Metzger became Whitworth's supporters promised to raise $100,000 to help in building first Rhodes Scholar. For several years, the College's ath- construction. The trustees accepted the offer and the relo- letic fortunes were on the upgrade. In 1908, the team be- cation fund was raised by the end of April, 1914. came the giant-killers of the Northwest, beating, among Trustees held groundbreaking ceremonies May 22, others, the University of Oregon and winning a bowl 1914, and laid the cornerstone for the women's dormitory- game against the Multnomah All-Stars. administration building on August 26. A second dormi- After 1909, however, financial support declined and tory was decided upon during the summer, and fifteen enrollments started to slip. During 1912, the College's men moved into the uncompleted structure on October 15. Board of Trustees decided that a more strategic location Those were years of steady increase in enrollment and must be sought where the institution could draw from a enthusiastic planning by the trustees. Regarding the col- larger territory. At the same time, the Presbytery of Spo- lege as firmly established they initiated a million dollar kane was considering the establishment of a college. Dur- endowment campaign in early 1917. Dr. Sherman L. Di- ing 1913, a Presbytery committee proposed to the Country vine, pastor of Spokane's First Presbyterian Church, ju- Homes Development Company that Whitworth be relo- bilantly predicted that a $150,000 administration build- cated north of Spokane. Company officers J. P. Graves, ing would soon be a reality. But almost 35 years were to Clyde M. Graves, and Aubrey L. White offered to donate pass before members of administration moved into a building of their own. With United States' entry into World War I, attend- ance started to drop. In August, 1918, the trustees closed the College for the duration and leased campus and build. ings to the U.S. government for use as an auto-tractor school. The next decade can be described as Whitworth's years of recurrent crises. Those years saw five college presidents come and go. Of 21 faculty members listed for 1920-22, only six stayed for more than one year. With this dismaying turnover came a decline in enrollment, low- ered student morale, and almost constant financial strin- gency. A proposal was made in February, 1919, to consolidate Whitworth with two other institutions: Spokane Univer- sity and Spokane College. Presbyterian leaders, however, opposed the loss of Whitworth identity. In 1923 and again in 1927 came threats of closure or merger. But in each case, ministers and laymen at the an- nual meeting of the Synod of Washington, backed by Trustees William L. Me Each ran and Dr. Mark Mat- thews, voted strong moral support for the college and A veteran of nearly a quarter century of journalism promised greater financial undergirding. experience, Gray came to Whitworth in 1946 as chairman of the journalism department and adviser to student In August of 1923, Dr. W. A. Stevenson became presi- publications. He was recently op poinied chairman of the dent and within the next four years was able to reduce division of business and communication arts. He received college indebtedness and re-establish its suspended ac- both his bachelor's and master's degrees in journalism creditation. from the University of Wisconsin. Gray is a Phi Beta After Stevenson resigned in 1927, college direction was Kappan and a member of several journalism fraternities and national associations. He received a Bronze Star given to Dean Orrin E. Tiffany. He considered himself during r'Vorld War 11. too old to assume the presidency bu t he steadied the col- 16 Not By Might

lege for two years while the trustees went president- 1939-40 ]963-64 seeking. The trustees found their man in Dr. \'Vard \V. Sulli- Plant worth $233,608 $3,]37,523 van, dean of Albany (Oregon) College. His administra- Opera ting budget $ 79,280 $2,0]5,600 tion lasted nine years and two months-the longest up to Number of major buildings 5 24 this time. Students (day school) 242 1]92 Sullivan's administration did not mark the end of (evening) 571 serious financial problems or of great sacrificial service by Number in graduating class 36 223 the faculty. But enrollment gained steadily through de- pression years) and solid accreditation was won. Admin- istrative bulwarks through these years were Dean Francis Along with growth in assets and students has come T. Hardwick, who raised the academic sights of the col- progress in academic endeavor. 'Within the last 10 years, lege, and Ford Bailor, who was excellent in admissions the instructional budget has increased by more than a and public relations. quarter of a million dollars and the library budget has After President Sullivan resigned in September, 1938, jumped 400 per cent. The percentage of Faculty holding Dean Hardwick became acting president and with the doctorates is now well above the national average. In- help of Dean Marion R. Jenkins and Registrar Estella E. creasing numbers of Whitworth students are entering top Baldwin held the college finn through another difficult graduate schools across the country and competing on transistion. As in previous year, long-time trustees William equal terms. L. Me Each ran and Albert Arend gave policy leadership Whitworth has gained wide national recognition in and support. important extra-curricular fields. The college choir is con- In 1940, the trustees hired the man who was to pro- sidered one of the best of its type. The debating squads vide the greatest impetus to the Whitworth idea. He was have brought back numerous prizes, and the college week- Frank F. Warren, a 40-year-old professor from Seattle ly has garnered 16 All-American citations since 1950. Col- Pacific college. lege athletic teams have won 19 Evergreen conference When President Warren arrived he found a student titles and tied for three more since 1950; 21 individual body of 260, a faculty of 25, two dormitories, and a tem- stars have been named All-American. porary gymnasium which had served for 25 years. In the During the last decade, more than 700 graduates have eyes of some, Dr. Warren was relegating himself to a career gone out as public school teachers. Other alumni are giv- of frustration and obscurity. But to the new president it ing significant service in such diverse fields as law, medi- was a venture of faith. He immediately started his plan cine, social service, fine arts, journalism, home economics, for all phases of Whitworth's growth. college teaching, and scientific research. Neat-ly 20 per At the beginning of his administration, Dr. Warren cent of the Presbyterian ministers in Washington are struck the note which spurred him through the next 23 ~ Whitworth-trained. Some 125 graduates are on the mis- years. "Knowledge with Christian character is the eter- sion fields in 35 countries. nal hope of today and the radiant glory of our tomorrows," And on May 29, ]964, a distinguished product of the he said in his inaugural speech. Through the years until a Whitworth Idea, Dr. Mark L. Koehler, became the Col- few months before his death in December, 1963, Dr. War- lege's first alumnus to be appointed president of the in- ren took this message to every corner of America-and stitution. A star basketball and tennis player during his around the world. Young people in increasing numbers college days) he went on to a notable and versatile career responded to his persuasive communication of the Whit- as a minister, faculty member, and trustee. Tn his inaugur- worth Idea of education. al speech on October 9, he paid tribute to the Whitworth The times were propitious for growth, especialIy after heritage and pledged that "the College shall integrate the 1945, and with the magic of Dr. Warren's infectious en- very finest kind of vigorous academic program with the thusiasm, remarkable results were obtained, as shown in ver-y soundest, active, creative Christian atmosphere." To the following chart: him, the education of the heart and of the mind, so suc- cessful in the past, has a fresh and vital role for the future .

17• The Road These are times of crystal balls and crash programs in higher education. Naturaly the question is raised, "What is ahead for Whitworth College?" The truthful answer does not come quickly in some general prediction or in the To Be application of some general plan. It begins, I believe, with some of the subtleties in the Whitworth vision. An incident will lead us into these. A little less than a year ago a young man in the final stage of graduate study walked into the president's of- fice at Whitworth. He had been interviewed before. He Taken had heard about opportunities for his own career develop- ment. About collegiate facilities and standards and de- mands. About salaries and fringe benefits. Young as he by Clarence j. Simpson was, much even about retirement plans. President Mark Koehler startled and delighted him with a new question: "What is your dream?" The young scholar now teaches on our campus, al- ready an integral part of a distinctive faculty. For him, as for his new college, standards and benefits are important and receive serious attention. But they are significant to him only as they free him to live now-to his utmost abil- ity according to his dream, and as they give hope of a future that holds even more mature dreams with even more nearly complete realization. Because in certain cru- cial features his dream coincides with the vision for a col- lege that he finds at Whitworth, he seeks that freedom and that hope here. And so do his colleagues and his serious students. His spirit, and theirs, will do much to determine the future of Whitworth. What, then, is that vision that encompasses and en- courages a young man's dream? It is impossible to say, completely. But a quick stab at definition may provide a fair start: This college of our vision is an academic com- munity devoutly planned, fully supported, and actively developed by Christians--by men and women who delight not only in the goal but also in the whole human journey toward what the Apostle calls the "divine splendor." Each term of our definition calls for a dissertation; but a few observations about each will at least begin to uncover As dean of the Whitworth faculty since 1963 and an English some subtleties in the Whitworth idea. professor for mOTe than a decade, perhaps no one is better qualified to discuss Whitworth's academic program than 'Dr. Simpson. Simpson's undergraduate work was completed at * * * ** Asbury College; he received his master's from the University of This college of our vision is academic. That is, the Cincinnati; and in 1951 earned his doctor of philosophy in central endeavor is scholarship-full commitment to the English at Stanford University. College-level instruction has objectives, the implements, the techniques, and the re- claimed Simpson's life since ]937 when he began teaching at the sources of liberal arts disciplines. Of course, not every stu- University of Cincinnati; later at Wheaton College and finally at Southwestern College (Kansas) before coming to Whitworth dent is at once a scholar. To many, college seems to be pri- in 1953. Dr. Simpson is listed in Who's Who in Education. marily a means to an end. Sometimes the end is doubtful; 18 ------

The Road To Be Taken

ware, the setting of a new athletic record, the interpreta- tion of a difficult novel, a stcp toward the easing of racial tensions, the identification of an unknown, the making of a work of art. In our ideal college the student discovers that the ingenuity and the drive are honored, though some of the applications are not. His priceless human spirit is not neutralized. Instead, he, in partnership with his fellow students and faculty members, directs it toward more last- ingly challenging and more rewarding pursuits. The mis- chievous pleasure of rebellion gives way to the loving joy of enlistment in the human struggle: against the evils of not-knowing. In short, he is receiving a liberal education. As Maur- ice Bowra puts it, he has found an activity that has "the power to grip a man's whole attention and provide him with the constant excitement of discovery." His focus is on the liberal studies: the worlds that surround him and the creatures that inhabit them; men and their institutions and societies, both past and present; what God has re- vealed and what man has conceived. And to these studies he brings two other essentials, the academic disciplines and one could matriculate to increase his earning power, to a liberal attitude. The former brings sound and profitable document his prejudices, to satisfy the expectations of oth- ways of approaching the task; the latter adds joy in the er people, to impress his neighbors, or to escape some of- work linked with a forward looking desire to know and to fensive rigors of another kind of life. Sometimes the end is alter for good. noble; one could enter college determined to increase his own powers so that he would be most serviceable to other people. Whatever the original intent, the fortunate hazard of the academic experience is that, when it works, it un- covers false and shallow motives and discovers that schol- arship need not be justified by irrelevant and incidental outcomes, no matter how desirable they may have seemed at one time. Of course, there arc practical results [rom pure arts and sciences; and there can be liberal attitudes toward the applied. The true academic is not embarrassed by utility, but neither is he motivated completely by it. Ra- ther he exposes himself to understanding and wisdom be- cause he has learned to prefer honest and disciplined pur- suit and because he finds an essential part of his full manhood in virile study, vigorous thought, and thoughtful action. This dedic-ation to academic disciplines has as its foun- dation the natural endowment of the activist college stu- dent: drive and imagination to accomplish all kinds of dif- ficult tasks. On a college campus manifestations of these responses to challenge are varied-the cracking of a tight defense in football, the transporting of a VW to a second- floor parlor, the disappearance of the dining-hall silver- 19 The Road To Be Taken

This is the life of the true academic. It is the central action is on the campus or across the world. There de- reason for the existence of our ideal college. velops a major concern to remove one's mask and to stop * ** ** • making masks for other people. The practice begins at The college of our vision is even more than an aca- home. Lump judgments of the administration, the stu- demic center, however; it is a true community, a social dents, the faculty, and the constituency are abandoned as organism activated by working members. The group is all are discovered as persons. These individuals recognize neither too large nor too disconnected to be a genuine unit. each other, without the masks, as together they respond to To gain the unity that provides power, the members sub- a newly shared thought or a laughable incongruity, as they mit, of their own volition, to an orderliness that frees them join in common cause or engage in honest and respectful for the fruitful work of the whole community. They do not dispute. No matter ~hat the place-the classroom, the relinquish the freedom of their minds. They are enCQUfR athletic field, the Hub, the residence hall, or the chapel- aged to be independent, inquisitive, and thoroughly hon- the same thing happens . Members come together in est individuals at the same time that they are cooperative groups, but they refuse to categorize each other. The sig- members of a group. nificant event, the one that identifies our ideal college, is For indeed interaction is the key word. Personal inter- always person to person. A paradox is expressed in life. action between members of the student body. Between This is a community of individualists. It is a group of members of the faculty. Between students and faculty. tender men and women with well-conditioned muscle- Between this academic community and others. Between it physical, mental, and moral muscle. It is a society of lov- and all types of persons and communities in the rest of the ing, purposeful, cooperative non-conformists. world. In all these interactions the hoped-Ior ratio is one to one-person to person. There is an obvious expediency * * * ** in generalizing, in rounding off differences in order to view Finally, though great diversity of thought is expressed groups. But the true academic examines his generaliza- with freedom, our ideal college is more than a pluralistic tions critically, and nowhere more critically than when academic community; it is one planned, supported, and persons are involved. In our ideal academic community, developed by Christians. "A Christian college" would be members individualize and personalize whether the inter- the more familiar designation here, but that term has suf- fered gross abuse. At one extreme it has been lost in the generalities of western culture; at the other it has been confused with structure and conformity, with campus manners and limited ideologies, with externals whose heart has been lost in an obscure tradition. With less felicity of expression, but with greater accuracy, we define our college in terms of continuing involvement of persons, of Christians. It is appropriate to do so. Our faith begins with the assurance that there is a personal creator God who reveals Himself through a Person. His power transforms persons; his Church is a communion of persons. Thus the college of our vision refuses to abstract the term Christian from persons and apply it generally, impersonally. This aca- demic community is as it is, not because it conforms to a stereotype of structure or of manners, but because the spirit of Christ influences it continuously through persons. This spirit in transformed men and women permeates the entire program. At the center of campus life is private and corporate worship of the Creator. The academic pro- gram is a study of His creation. Respect for individuals and the desire to serve all men have their origin in the ------

The Road To Be Taken

Does this account describe the present Whitworth? Not really. We are not yet that far along the road to the di- vine splendor. But it does represent the sort of concurrence of vision that has led to telling action in the past and con- tinues to compel us to take the next step and the next ... These next steps are what is ahead for Whitworth. Some are earthy, practical matters. Whitworth will con- tinue to adapt its fiscal policies and procedures so that it can serve most efficiently and effectively its chosen clien- tele~not the economically and intellectually elite alone, but all those who stand to gain most and thus to give most as a result of this college experience. Whitworth will also continue to revise its curriculum to make it even more fully liberal and more truly balanced among the various studies-a-the humanities, the natural and the social sci- ences, the fine and the applied arts. But these measures only serve to prepare the way for a higher kind of practicality. They assure a stable context for our real text. This is a deepening of our scholarship and our faith as indivisible expressions of the whole per- son, and an enriching of our campus community mem- bership as a step toward the discovery of our membership love He teaches. At its highest level of comprehension, the in the whole world that our God so loves. • college family realizes that its sense of community is a shadow of the great mystery of the Church, whereby we are made members of His body. It explores the implica- tions of this truth, challenging the whole motivation of status seeking and attempting to discover the place where somehow the marvel of one's true membership begins to function. Dimly at first, then with increasing clarity, these united persons realize that there is no high and there is no low in their tasks, for all are parts of a working whole, one body. Competition is not with one's neighbor but with one's own past; for the constant desire is that each mem- ber perform his best that the whole body might bring forth the best gift. Such are the religious dimensions of our ideal college. They cannot be separated from its academic functions. For they undergird scholarship. They establish the per- spective on persons. They provide both the ideal and the power of the community. They are, in short, the very breath of life to the college. * ** * * So goes one man's interpretation of the vision ex- pressed at Whitworth. One must not attempt to speak for another in such matters, but these views do seem to match in some significant particulars the dream of our young faculty member-s-and of many others that he has joined. 21 TheOmmpotena if god

by Howard A. Redmond

Godf were all-geed He would want to destroy pain to believe in a good God limited in power, he would say, and evil, and if He were all-powerful He would be than in an all-powerful God lacking in goodness. Iable to. But since pain and evil are realities, God But what does the biblical Christian say to the dilem- either does not want to or is not able to destroy evil. Thus ma? For if he is Christian in the historic sense of the term God is limited in either goodness or power." This is a he is committed to belief in both divine power and divine perennial dilemma of the human mind. In one form or goodness. His answer is to take the dilemma "by the another it can be found in the Greek dramatists, the Greek horns," as the logician would say; that is, he challenges a philosophers, the Book of Job, and through the centuries part of the major premise, the assumption that unlimited to the latest novel or play. And the dilemma is renewed divine goodness would always want to remove evil. This is each time we see what seems a senselesstragedy-bitter, the position I take in my book, "The Omnipotence of unending pain, the death of a child; or catastrophes of God." By examining the thinking of theologians, philoso- nature in any form. Demandingly, persistently, the eternal phers, poets and the biblical 'writers' themselves) I try to "''''hy?'' continues to assert itself. show that though the age-old "problem of evil" has not This is no problem for the atheist or agnostic, for he been solved, a good case can still be made for believing in makes no assertion about the nature of God and conse- both divine power and goodness. I can agree with Bright- quently has nothing to defend. But it is a real problem for man that if only one alternative can be accepted it would one who believes in God, especially when that belief is in- have to be the divine goodness, but I disagree that we formed by the teaching of the Bible. On both logical and must make such a choice. For the biblical Christian it is religious grounds the Christian cannot accept the conclu- not power or goodness in God but power and goodness. sion of this dilemma, for to do so would be to deny a vital The remaining paragraphs will present some of the con- part of his faith. clusions to which I have come concerning the divine There arc two classical reactions to this dilemma. Each power. accepts its conclusion but then denies one of its alterna- One important conclusion is that the power of God is tives. One reaction is that which at least tacitly accepts a major emphasis throughout the Bible. It has sometimes God's power but challenges His goodness. Thomas Hardy been said that the power of God is prominent in the earlier is an example. In his novel Tess of the D'Urbervilles he parts of the Bible, but decreases in significance as the peo- chronicles the misfortunes of Tess and then concludes, ple mature in spiritual understanding. My investigation "The President of the Immortals had finished his sport did not support this idea. The germ of truth in it is that with Tess." To different degrees this emphasis character- the forms of emphasis on divine power do indeed reflect izes the writing of poets like James Thomson ("The City an increasing maturity, but the emphasis itself remains. of Dreadful Night"), Omar Khayyam-Edward FitzGerald The New Testament also continues to stress God's power, ("The Rubaiyat"}, and A. E. Housman ("Shropshire though it speaks not in the abstract but of "the power of Lad"). This alternative has seldom been taken by active His resurrection." A part of my thesis is that the religion Christians. For to deny God's goodness is to give up what of Moses is the foundation of all subsequent biblical is most vital in our faith; it is to cut the very heart out of thought about God) and that the essence of Mosaic the- our religion. ology was belief in the greatness (or power) and goodness Another reaction to the dilemma is the acceptance of of God. Thus the beginning of the child's simple prayer, divine goodness and the denial of divine power. This is the "God is great and God is good," actually contains the way taken by some philosophers, including Plato, Hume, seeds of the profoundest biblical theology. Whitehead and Brightman. The last-named thinker has Another conclusion may seem at first to qualify the particularly focused attention on the problem in our time. above paragraph, but is really only a footnote to it. This is Because of the seemingly irrational or "surd" evil in the the fact that the Bible does not emphasize power alone, in universe he concludes that there must be in the nature of isolation from goodness. It has rightly been observed that things a resistance to God's good will which thwarts God's belief in a God whose major or sole characteristic was purposes and limits His power. For lack of a better name power (auld easily become a monstrous religion, even a he calls this "the Given." Brightman represents those who diabolism. This is no danger, however, to the biblically in- want to believe in God but feel they cannot do so without formed Christian. And we should note in passing that the denying one of the alternatives in our dilemma. Far better other side of the coin is also important: if divine power 22 Dr. Redmond and student Ronald Danekas, below, observe the former's most recent writing effort, The Omnipotence of God, which was published last November by Westminster Publishing Co. A native Californian, Redmond completed undergraduate studies at V.CL.A. and received both the M.A. and Ph.D. in the philosophy of religion at the University of Southern California. An experienced church pastor and former professor at Davis and Elkins College (W. Va.), Redmond came to Whitworth in 1957 and is presently an associate professor of philosophy and religion.

needs divine goodness, it is also true that divine goodness religion is biblical only if we trust, worship and serve the needs divine power. Without it our belief in divine good- God who is both great and good, the God of Abraham and ness and love degenerates into mere sentimentality. Moses, "the God and Father of our Lord Jesus Christ." • A further point of importance in the book is the rec- ommendation that the finite-infinite category be dropped from theological discourse. The philosopher White- head shows clearly that a God who is infinite in all respects must include evil in His nature; belief in such a God would then be a pantheism. Furthermore, "infinite" is primarily a quantitative term, having application to mass and num- ber, whereas historic Christianity conceives of God not in quantitative but qualitative terms. To speak of God as in- finite is thus to confuse quantity with quality; it is roughly analogous to calling Beethoven's Ninth Symphony great because of its length, or praising Michelangelo's David for its mass and weight. Please note that I am not suggesting here that God is finite, as thinkers such as Plato and Brightman have said. What I am suggesting is the inap- plicability of the category to divine reality. This recom- mendation will probably be unpopular with many readers, for centuries of Christian tradition have conditioned us to the use of the word. But how much better it would be to use a biblical term, or one growing out of biblical thought, rather than one imported from philosophy and mathematics. Another conclusion is that the power of God must be regarded as actual, nor merely potential. Potential power suggests power in reserve, waiting to be used; in such a concept God becomes merely a cosmic spectator, lingering on the sidelines in case He is needed. But unless we are deists this view is clearly inadequate. It is not what God could do but what He does do that should concern us. At- tention to this would have spared certain medieval think. ers some rather futile excursions into the realm of logical possibility ("can an omnipotent God make square circles and four-sided triangles?"). We must speak of the world that is, not of a world that might have been. One of the most important conclusions is that the real meaning of God's omnipotence is His freedom. \Ve must conceive of God as under no constraint or necessity save that of His holy nature. No realms of Platonic essences, logical principles or moral maxims limit His action. In His freedom He chose to create the world, and in that free- dom He chose to redeem it. Finally, I want to stress the fact that this is no mere academic discussion, though its roots are in scholarship. If the power and greatness of God is a major emphasis in the Bible, it must be also in our thought and religion. For our

23 then comparing your answer with a printed answer on INTRODUCTION the next page. Subsequent questions give you further in- formation and build your knowledge on the basis of what TO MUSIC you have already learned. There are three rna jar sections: FUNDAMENTALS (I) The PROGRAMMED TEXTBOOK is based on proven techniques of programmed instruction in which the student acquires a comprehensive knowledge of music fundamentals by writing down or practicing responses to the questions in the book. The student proceeds through by Jeanne Foster Wardian the book in measu~ed steps, with each question building new knowledge on material just mastered. Since every question requires an active response, the student will not be a mere recipient of hiformation ; he will acquire prac- tical know-how, which will make him a more effective teacher. (2) The SONGBOOK SUPPLEMENT gives the student an immediate practical application of the facts he has acquired as soon as he has acquired them. When the student has reached a point where he has gained enough knowledge to allow him to playa song on the piano, a reference in the text will direct him immediately to the appropriate song. Subsequent references are made in the text to songs which require further knowledge, and certain song references are repeated so that the student may re- view these songs in the light of newly acquired knowledge. Introduction to Music Fundamentals was co-authored by Dr, Wordian and Dr.]. Austin Andrews of Eastern Washington To help the student become familiar with musical term- State College and was published last May by Appleton-Century- inology encountered in songbooks used in the classroom, Crofts. Dr. Wordian is presently under contract with ACe to such expressions as Andante and Maestoso are given with write a second book entitled, Music Appreciation for the the songs; the student can find the meaning of these terms Humanities, of which she will be sole author. An accomplished by referring to the GLOSSARY OF MUSICAL TERMS conductor and sought-alter lecturer on programed learning, Dr. Wordian came to Whitworth in 1963lo11owing faculty assign- at the end of the book. This practical work will give the ments at Eastern Washington State College, Cheney; Columbia student musical exercise for his factual knowledge. University, N.Y.C.; and Gonzaga University, Spokane, where she (3) The INDEX FOR REVIEW is extremely im- earned her bachelor's degree. She received her master's from portant as a means by which the student can review and Columbia University and the doctor of education degree from Washington State University. Dr. Wardian is associate reinforce the knowledge he has acquired from the P'"> professor of music at Whitworth. gram. This is not an ordinary index or list of subjects, but a vital element of the book which should be read carefully by the student at the conclusion of the program. Properly The purpose of this programmed textbook is to give used, the INDEX FOR REVIEW will organize in the elementary school teachers a practical knowledge of music student's mind those items he has mastered and encour- for use in the classroom. This book has been developed age him to review those topics on which further work is with one basic philosophy in mind: The classroom teacher needed by referring to the appropriate sections of the text should acquire the necessary knowledge and skills of as directed. The INDEX FOR REVIEW may also be music by using the same general learning procedures as used while the student is studying the program, so that he the children he will teach. Unlike an ordinary textbook, may be sure that he has mastered each stage in the learn- this program is set up so that you will learn on a step-by- 109 process. step basis by making an active response to a question and The music teacher will find that many subjects 24 -

throughout the book are treated, intentionally, in a way HOW THIS PROGRAM radically different from what he experienced in his study HAS BEEN USED of music. This is in keeping with the primary purpose of During the summer of 1963, an experimental edition training the classroom teacher. One radical point of de- of this programmed textbook was used in two courses at parture from the traditional presentation is the treatment Eastern Washington State College and in one course at of the F clef. The F clef is not used in the earlier parts of Whi tworth College. the program. The G clef is used exclusively until the latter Grou p A was a class of freshman or sophomore stu- part of the book, even in chords to be played an octave dents in a required education course at Eastern Washing- lower with the left hand. This was intentional. The aver- ton State College. These students had little or no formal age adult student has extreme difficulty in coordination training in music. The professor required that they work when he first uses the keyboard. We have found that stu- in their programmed textbook outside of the class period dents who use this G clef approach exclsively in the be- and that they complete the book in six weeks. ginning of their course can play chordal accompaniments Group B was a class of senior or graduate students in almost immediately. This means that playing even the a course also at Eastern Washington State College. This simplest music becomes an immediate and exciting cre- class was involved with the methods of teaching music to ative experience. A teacher who can thus become quickly children, not with teaching the fundamentals of music. interested will be more effective in his musicaf role in the In this class the text was used as a review source, assuming classroom. We believe, and have observed through the that these students had completed a course in the funda- experimental work involved in testing this book, that the mentals of music during their freshman year. The profes- simplicity of this approach to the keyboard problem is of sor's only requirement was that the students complete the major importance. book by the end of the course. This book is not intended to be a total self- instructor. Group C was a class in Whitworth College, consisting In each of the classes involved, however, the professor of graduate students or teachers who were teaching in the found that significantly less class time was used for drilling elementary school at that time. This was a three-week on the fundamentals of music and that significantly more course which met three hours a day, five days a week. The class time was available for singing, rhythmic practice, professor in this class required that the students complete and the teaching of piano and other classroom in- the book in two weeks. Occasionally, they were allowed struments. to usc an hour of class time for independent study.

ANALYSIS OF THE EFFECTIVENESS OF THE TEST

Average Number of Average Average Number ot Correct Poinls Number Frames Answered Percentage Out ot Possible J 00 Group Course of StlJdenfs Incorrectly af Errors PRE·TEST POST·TEST

A Music 200: 25 11.52 2.4% 25.36 87 Introduction to Music

B Music 390: 11 10.18 2.0% 37.55 90 Music for the Ele- mentary Closs- room Teacher

C Music 331: 9 3.11 0.9% 14.4 96.8 Elementary Class- room Music

25 Student:Poetry

These poems, printed originally in The Pines, annual A PATH student creative writing anthology, were selected by David McNeal as some of the finest contributions in recent y~ars. I talk to the trees; Whitworth alumnus McNeal, adviser to the publication They whisper in my sleep. and instructor in English, earned his master's at Purdue I will not weep. Uniuersity before joining the instructional staff in 1963. A path is for remembering, I run! I run! Return is not enough. Or too much. Is it the wind that makes me shake? A dying man can dance. I saw a thorn take seed And nothing more. THE IMMERSION The dark hugs hard. Two eyes! I see! A path is for remembering. Nothing now in mind by whiteness, bluness, rock, The journey home will hurt. And all the hot sun and cold water. James D. Knisely I can see you sun-brown hair, wild-curled, And laughing mouth and cheek of half-grown beard. LONELINESS

I remember cheese and crackers, fresh sweet November needles fall Water from a tiny spring, and in the year's seni Iity. See bright sun on you as you sat frowning, cold descends, hiding in mist Trying to light a cigarette. Cold descends, hiding in mist frost's jewels on deadened grass. No lighter fluid left, but one match found but who am I to speak of loneliness Along the rocks was proof, you said, your . as we hurry across the ground, Cigarette was fated to be smoked. And laughmg, not seeing-separate cold You and your bikinied tan went off to take a swim. filling our ears with emptiness. I bumped into you and even smiled, I slept then, by myself, except for gulls, my lips frozen in terror- Their solemn crying stark above sear roar. but we didn't stop Awoke to find you yet away somewhere- to chat or say hello. Out of my sight. And so I stumbled P. Chaffee Over stony shore, with half-on, half-off Sandals slipping; down to where the water lapped CLOWN My solitary self, and stepped with squeamish feet On largest smoothest stones. The band has ceased playing, the plumed horses sleep. The world of hot lights, of spangles and daring feats In drunken lonely rapture I launched out to sea, awaits resurrection tomorrow. And lying on my back let all my hair drift straight He stands alone in the emptied tent. Behind me, soaking wet. I frolicked in abandon Sawdust warms his bare feet. With the waves; was rocked like some lost child. The laughers have gone to their homes.

Then, faraway I saw a tourist boat, all leaking He remembers the laughers who will not come again, Waving arms and shouting mouths. What could I do The gay faces he covered with kisses, But wave a wet brown arm? They were too far. Who shared in his wisdom (He was no clown then), And shouts were twisted, lost across the waves. Who laughed with him.

So I swam back, and ran then toward the cliffs They laugh at him now, Exultant in the hotness of the beach, Their laughter shakes the tent, the colored balloons tremble. Bewildered by the ritual of gulls against the sky. His enormous shoes hang limply from one hand. And waited in the afternoon, for you. J. Cutting copyright Norma Jean Ceaser

26 PIRATE Dick Anderson, captain [rom the 1963-64 team, is the junior varsity coach with the understudies having chalked up a 102-71 victory over Gonzaga's junior varsity. Early in SPORTS the season at the Carroll College Tournament, the Pirates knocked off New Mexico State College to garner their second straight Carroll College Tournament champion- Headed by basketball veterans Jack Pelander, John ship in two years. Pclandcr was given special recognition Utgaard, Bill Rubright and Rod MacDonald and new- with the honored Sportsmanship Award. comers to the varsity headlines Bob Chamberlain and Game scores to date arc: Dennis Lemmon, the Whitworth College basketball team Pacific Lutheran University 66 Whitworth 54 begins its final half of Evergreen competition. Falling Central Washington 54 Whitworth 48 short of pre-season expectations, the Pirates, overall 8-14, University of Pugct Sound 61 Whitworth 60 now find that Central Washington State College has vir- Whitman College 67 Whitworth 74 tually packed away the title being defeated only once in Seattle Pacific College 57 Whitworth 56 league competition. Whitworth, however, began the sec- Gonzaga University 69 Whitworth 67 ond half with a victory over Eastern Washington State Fresno State College 94 Whitworth 57 College to pull into fifth place. Rod MacDonald, 6-4 Fresno Stale College 90 "Vhitworth 69 sophomore, is the leading Pirate scorer with 15 points a Carroll Tournament 68 Whitworth 80 game and has been leading the Pirate assault on the New Mexico 78 Whitworth 84 boards. Pclander, hampered by a leg injury, is the second Weber State 107 Whitworth 69 leading Pirate scorer. Throughout this heartless season in- Western Washington 48 Whitworth 52 cluding a seven-game losing streak and many one and two University of Pugct Sound 74 Whitworth 64 point defeats, the Pirates have been spirited by the play of Seattle Pacific College 67 Whitworth 61 junior Lemmon. His drives and aggressive defensive tac- Eastern Washington 66 Whitworth 64 tics .nakc him perhaps the best sixth man in the league. Gonzaga U niversi ty 65 Whitworth 60 Chamberlain, on the other hand, has provided some much Central Washington 68 Whitworth 65 needed rebounding strength. Jay Jackson, himself a Little Pacific Lutheran 60 Whitworth 54 All-America basketball player at Whitworth, is coaching Kirk's of Seattle AAU 74 Whitworth 73 the team this season in an interim capacity. Dick Kamm, Eastern Washington 40 Whitworth 48 head coach, is currently on a leave of absence working on Pacific Lutheran 91 Whitworth 55 his doctorate in history at Washington State University. Central Washington 70 Whitworth 72

The 1965 Whitworth College Pirates are, from left: Bob Chamberlain, John Utgaard, Foster Walsh, Ctauard Jones, Jack Pelander, Frank Insell, head coach Jay Jackson, Charlie Nipp, Dennis Lemmon, George Elliott, Ed Bennett, Rod MacDonald, and Bill Rubright. 27 - w equipment for undergraduate train- tainly grateful for these unrestricted ing in radio isotope work. This equip- grants," said Dr. Mark L. Koehler, ment will enable us to do neutron ac- president, "for they are an integral tivatjon analysis, gama spectrometry part of higher education financing." Z and neutron physics." The equipment • Friends and special guests of Whit- will be purchased within the next Dr. Mark L. Koehler, president of worth College will celebrate the of- month. Whitworth College, was named "Mr. ficial 75th anniversary of the college • Presbyterian of 1964" at the recent at its Founder's Day Banquet Febru- annual meeting of United Presbyter- Dean of the faculty, Dr. Clarence J. ary 19 at the Davenport Hotel. Key- ian Men of the Spokane Presbytery. Simpson, announced February 5, that note speaker, presenting the topic, he would be returning to full-time • "The Future of the Church-Related Dr. Homer F. Cunningham, director teaching beginning in the fall. "I College," will be Dr. Eugene Carson of the Whitworth College School of have the academic dean's full pennis- American Studies, announced in Jan- sion and have been in conference uary that the School had been the re- with the President," Simpson re- cipient of a $5000 gift. While the marked in a student convocation, donor of the gift will remain anony- "and will be returning to the English mous, Dr. Cunningham said that the D~artment." "I regret this .